目的 评价基于微视频的翻转课堂教学方法应用于医学机能实验学课程的教学效果。方法 2018—2019学年第一学期选取齐齐哈尔医学院2014级和2015级临床医学专业五年制777名学生作为研究对象,其中2014级389名学生为对照组,采用传统的教学方法,2015级388名学生为试验组,采用基于微视频的翻转课堂的教学方法。课程结束后比较两组学生的课堂表现和讨论成绩、实验报告和实验设计成绩、理论+技能操作考试成绩及期末成绩,同时对试验组学生进行问卷调查评价教学效果。结果 与对照组相比,试验组的课堂表现和讨论成绩[(27.6±1.7)分比(39.3±1.5)分,P＜0.01]、实验报告和实验设计成绩[(33.4±1.3)分比(38.0±2.4)分,P＜0.01]和期末成绩[(76.5±5.0)分比(83.3±5.1)分,P<0.01]较低,但理论和技能操作考试成绩[(16.8±3.4)分比(15.2±3.5)分,P＜0.01]较高,两组差异均具有统计学意义;问卷调查结果显示,对5个方面认可的试验组学生比例分别为93.61%、91.49%、91.49%、89.36%和82.97%,与不认可的学生比例比较,差异有统计学意义(P＜0.01)。结论 基于微视频的翻转课堂教学方法应用于医学机能实验学课程,有助于提高学生的理论考试和实践操作成绩,有助于提高学生的学习主动性,提高实验成功率,减少操作时间。

Objective To evaluate the application and teaching effect of flipped classroom teaching model based on micro-video in teaching of medical functional experiment. Methods All 777 students of clinical medicine in grade 2014 and 2015 were selected as the research object, of which grade 2014 as the control group, the traditional teaching model was used, grade 2015 as the experimental group was teached by flip classroom teaching mode based on micro video. After class, all students were assessed by the same theoretical test and skill operation test, and the experimental class was evaluated by questionnaire survey at the same time. Results Compared with the control group, the classroom performance and discussion score [(27.6±1.7)vs(39.3±1.5), P<0.01], experimental report and design score [(33.4±1.3) vs (38.0 ±2.4), P<0.01] and final score [(76.5±5.0) vs (83.3 ±5.1), P<0.01] of the experimental group were lower, but the scores of the computer/theory and operation test were higher[(16.8±3.4)vs(15.2±3.5),P＜0.01],there was significant difference between the two groups. The results of the questionnaire survey showed that the proportion of students in the experimental group who accepted the five aspects was 93.61%, 91.49%, 91.49%, 89.36% and 82.97%, respectively,there was significant difference between the proportion of students who did not accept the five aspects (P＜0.01). Conclusions The flipped classroom teaching method based on micro video is applied to the course of medical functional experiment, is helpful to improve students' theoretical examination and practical operation results, improve learning initiative and experiment success rate and reduce operation time.